Design of Dynamic Evaluation Algorithm for Classroom Mathematics Teaching

With the reform and development of education, there is a clear gap between our country’s current evaluation theories, methods and systems and the requirements of quality education, which has become a bottleneck restricting the overall implementation of quality education. Therefore, explore and try to change the evaluation function, evaluation method, evaluation technology and other content, establishing a developmental mathematics teaching evaluation system that embodies the theory of quality education is an objective requirement for the overall implementation of quality education. The purpose of this article is to research and design the dynamic evaluation algorithm of classroom mathematics teaching. This article takes the city’s key teaching reform subject “Research and Practice on the Dynamic Evaluation Method of Classroom Mathematics Teaching” as the research background to develop a classroom math teaching quality evaluation system. On the basis of inheriting the original, feasible and effective classroom mathematics teaching evaluation methods and means, this paper establishes a set of classroom mathematics teaching evaluation system structure, and uses the network-based computer evaluation system as a tool to complete the collection and arrangement of evaluation data And analysis process, provide a random evaluation platform for each evaluator, record all evaluation activities and evaluation results of the evaluator, and provide it to the evaluators for evaluation information query. This article gives a comprehensive evaluation method for teachers’ mathematics teaching effect, which can be both quantitative and qualitative. It can give a comprehensive evaluation of the combination of quantity and sex to each link of teacher’s mathematics teaching according to the change of evaluation information. Experimental research shows that teachers with a Ph.D. degree in language behavior are about 12% higher than those with a master’s degree, and the proportion of classroom silence and technology usage is lower than that of teachers with a master’s degree.